Bibliography of Two-Way Immersion Research Literature
Section 11: Student Attitudes
Aguilar, M. (2000). A Case Study on Language Proficiency with Latino Students in a
Dual-Language Setting. Unpublished doctoral dissertation, New Mexico State University, Las Cruces, NM.
Ajuria, A. A. (1994). An Exploration of Classroom Activity and Student Success in a Two-Way Bilingual and in a Mainstream Classroom. Unpublished doctoral dissertation, Boston College, Boston, MA.
Alanís, I. (1998). A Descriptive Analysis of a Texas Two-Way Bilingual Program and its Effects on Fifth-Grade Academic and Linguistic Achievement. Unpublished doctoral dissertation, University of Texas, Austin, TX.
Baecher, R. (1989). Links Between Bilingualism, Achievement, and Psychosocial Classroom Environment among Bilingual and Monolingual Students. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 310629).
Baecher, R. E., & Coletti, C. D. (1988). Two-Way Bilingual Program Effects. Paper presented at the Annual Meeting of the National Association for Bilingual Education, Houston, TX. (ERIC Document Reproduction Service No. ED 295477).
Carrigo, D. L. (2000). Just how much English are they using? Teacher and student language distribution patterns, between Spanish and English, in upper-grade, two-way immersion Spanish classes. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
Cazabon, M., Nicoladis, E., & Lambert, W. E. (1998). Becoming bilingual in the Amigos two-way immersion program (Research Report 3). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.
Cazabon, M. T. (2000). The Use of Students' Self-Reporting in the Evaluation of the Amigos Two-Way Language Immersion Program. Unpublished doctoral dissertation, University of Massachusetts, Boston, MA.
Centeno, C. H. (2003). Students' and teachers' attitudes toward a two-way immersion program. Unpublished master's thesis, University of Houston-Clear Lake, United States -- Texas.
Ernest, H. M., & Gonzalez, R. M. (1996). Sanchez and Metz Elementary Schools: Dos Idiomas, Un Mundo Dual Language Project Title VII First-Year Evaluation Report, 1995-96. Austin, TX: Austin Independent School District, TX. Dept. of Accountability, Student Services, and Research. (ERIC Document Reproduction Service No. ED 408844).
Fernandez, E., & Baker, S. (1993). Assessment Portfolio, Grades K-5 Two-Way Spanish Partial Immersion Program. Arlington, VA: Arlington County Public Schools. (ERIC Document Reproduction Service No. ED 364079).
Gilbert, S. M. (2001). The Impact of Two-Way Dual Language Programs on Fourth-Grade Students: Academic Skills in Reading and Math, Language Development, and Self-
Concept Development. Unpublished doctoral dissertation, New Mexico State University, Las Cruces, NM.
Griego-Jones, T. (1994). Assessing students' perceptions of biliteracy in two-way bilingual classrooms. The Journal of Educational Issues of Language Minority Students, 13, 79-93.
Hausman-Kelly, T. (2001). "You Thought I was a Stranger": Cross-Cultural Integration
in a Two-Way Bilingual Classroom. Unpublished doctoral dissertation, Teachers College, Columbia University, New York, NY.
Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in Two-Way Immersion Education: A Review of the Research (Report No. 63). Baltimore, MD: Center for Research on the Education of Students Placed At Risk.
Kohne, L. E. (2006). Two-way language immersion students: How do they fare in middle and high school? Unpublished doctoral dissertation, University of California, Irvine and Los Angeles.
Lambert, W. E., & Cazabon, M. (1994). Students' Views of the Amigos Program (Research Report 11). Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.
Leimkuhler, M. R. (2000). Literacy beliefs and social interaction in a bilingual English language arts classroom. Unpublished doctoral dissertation, University of Colorado, Boulder, CO.
Lindholm, K., & Aclan, Z. (1993). Relationships among Psychosocial Factors and Academic Achievement in Bilingual Hispanic and Anglo Students. Paper presented at the Annual Conference of the American Educational Research Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 360845).
Lindholm-Leary, K., & Borsato, G. (2001). Impact of Two-Way Bilingual Elementary Programs on Students' Attitudes Toward School and College (Research Report 10). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.
Lindholm-Leary, K., & Borsato, G. (2001). Impact of Two-Way Bilingual Elementary Programs on Students' Attitudes Toward School and College (ERIC Digest EDO-FL-02-01). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available: http://www.cal.org/resources/digest/0201lindholm.html.
Lindholm-Leary, K. J., & Borsato, G. (2005). Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal, 29(3), 641-652.
Lindholm-Leary, K. J., & Ferrante, A. (2005). Follow-up study of middle school two-way students: Language proficiency, achievement and attitudes. In R. Hoosain & F. Salili (Eds.), Language in Multicultural Education. Greenwich, CT: Information Age Publishing.
López, M. G., & Tashakkori, A. (2006). Differential Outcomes of Two Bilingual Education Programs on English Language Learners. Bilingual Research Journal, 30(1), 123-145.
Mahrer, C., & Christian, D. (1993). A Review of Findings from Two-Way Bilingual Education Evaluation Reports. Santa Cruz, CA and Washington DC: National Center for Research on Cultural Diversity and Second Language Learning. (ERIC Document Reproduction Service No. ED 382021).
McCollum, P. (1999). Learning to value English: Cultural capital in a two-way bilingual program. Bilingual Research Journal, 23(2-3), 113-134.
National Center for Research on Cultural Diversity and Second Language Learning. (1994). Two-Way Bilingual Education Programs in Practice: A National and Local Perspective (ERIC Digest EDO-FL-95-03). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available: http://www.cal.org/resources/digest/ed379915.html.
Palmer, D. (In Press). Code switching and symbolic power in a second grade two-way classroom: A teacher’s motivation system gone awry. Bilingual Research Journal.
Parchia, C. T. (2000). Preparing for the Future: Experiences and Perceptions of African Americans in Two-Way Bilingual Immersion Programs. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
Reyes, S. A. (1998). "!Mami, yo toque una mariposa!": An alternative to linguistic and cultural loss. Unpublished doctoral dissertation, University of Illinois, Chicago.
Reyes, S. A., & Vallone, T. L. (2007). Toward an Expanded Understanding of Two-way Bilingual Immersion Education: Constructing Identity Through a Critical, Additive Bilingual/Bicultural Pedagogy. Multicultural Perspectives, 9 (3), 3-11.
Rolstad, K. (1997). Effects of Two-Way Immersion on the Ethnic Identification of Third Language Students: An Exploratory Study. Bilingual Research Journal, 21(1), 43-63.
Rolstad, K. K. (1998). Language Minority Children in a Third Language Immersion Context: Evidence for Educational Enrichment (Language Immerson, Submersion Damage). Unpublished doctoral dissertation, UCLA, Los Angeles, CA.
Vom Dorp, I. E. (2000). Biliteracy, Monoliteracy and Self-Concept in Native Spanish-Dominant and Native English-Dominant Fifth Graders. Unpublished doctoral dissertation, University of New Mexico, Albuquerque, NM.